Jennifer Maddrell was joined in this webcast by Dr. Monica Tracey, Associate Professor of Instructional Technology in the College of Education at Wayne State University. Monica discussed her experiences designing and facilitating service-learning projects in her classes. In addition, she shared her perspectives on the practice of instructional design and designer decision-making based on her research and current design projects, as well as from her prior experience as the owner of a performance consulting and instructional design firm. See Monica’s bio at http://bitly.com/monicatracey

The text-chat transcript appears below the video. Please connect with us at:

21st Century Learning is back with a new season! We've even got a new numbering convention, because we've lost track of our show #. We're starting with 201 this season. We are trying to use Google Hangouts on Air as our streaming mechanism. Today's show was a test run, and a pretty good one. We haven't figured out how to connect the Q&A so that people can be in the chatroom or asking questions, but we'll get there.

In the mean time, hear us discussing the starts of our years, Chromebooks, Gary Stager, schedules, and more. Oh my!

Join us on this episode of TTT for a conversation about curriculum building and sharing using the new (beta) Gooru: Search Engine for Learning http://www.goorulearning.org/

Paul Allison and Chris Sloan host:

Jo Paraiso, teacher at Fremont High School, Oakland and Educating for Democracy in the Digital Age member

Timothy Burke, School Partnerships at Gooru

Leah Jensen, Instructional Tech Lead at Oakland Unified School District

Andrew Wyndham, School Partnerships at Gooru

We brainstorm several use-case possibilities such as:

How can we use Gooru along with other tools like Crocodoc, Popcorn Maker, or Vialogues to not only collect resources, but make them interactive at the same time? (Can you help us add to this list of interactive tools?)

What if students used Gooru to keep a portfolio of the articles they've read, podcasts they've listened to, videos they've viewed?

How could teachers and students build collections together, using the copy tools in Gooru?

How can we use resource narrations and the new Classpages to guide and inspire students as they are using different collections?

We hope you enjoy this conversation between teachers re-imagining online education using Gooru, and if you missed the first TTT webcast with Gooru you can listen to the recording here: http://edtechtalk.com/node/5165

Jennifer Maddrell was joined by Maureen Barry, a librarian at Wright State University Libraries in Dayton, Ohio. Maureen is on the planning committee for a 2014 colloquium about libraries and service-learning to be held in Santa Clara, California. Maureen discussed the colloquium, as well as other service-learning initiatives she has designed.

Michelle Rogge Gannon and I invite you to join us on this episode of TTT (which was recorded 7.31.13). Earlier in the summer, Michelle wrote:

Some of the teachers in the Dakota Writing Project Digital Writing Sandbox are asking for resources on scaffolding the blogging process and on evaluating blog entries. I wondered if you might have some resources that you would be willing to share or if you could point to some that might be useful.

"Scaffolding the blogging process and evaluating blog entries" sounded like a great discussion to for Teachers Teaching Teachers, so we invited Michelle and her colleagues to join us toward the end of July.

In addition to these questions, we also asked about anything that these teachers are learning together in the Dakota Writing Project Sandbox, which is described on their web site http://sites.usd.edu/dwp/sandbox :

Taking a 21st-century approach, the Dakota Writing Project Digital Writing Marathon provides educators with a thoughtful, intensive, collaborative exploration of a variety of technology environments and strategies for integrating writing and adapting these technologies appropriately for the classroom. The marathon is offered entirely online, with both synchronous (real-time) and asynchronous communication and activities, with the majority of online work occurring in July 2013, January 2014, and May 2014. The marathon is taught by Dakota Writing Project teacher-consultants with extensive experience in integrating writing and technology for the classroom.

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